Language: English

Abstract/Notes: This paper presents a case study, directed the area of speech therapy with a focus on the development of reading and writing based on the Montessori method. Children with difficulties in the writing process coming to a speech therapist, and often the trauma with reading and writing is so great that the therapeutic process does not have many results. The montessorian method aims education of will and attention with which the child is free to choose the material to be used, in addition to providing cooperation. Objective: To deepen the study of the Montessori method and analyze the contributions to this therapeutic practice in written language changes. Methodology: This research is a case study, with participation of a male subject 10 years and 11meses with reading and writing changes, attended at the Clinical School of Speech Therapy at the Federal University of Santa Catarina (UFSC). The study was submitted to the ethics committee in research of the University of the State of Santa Catarina (UDESC) and approved under number 1011754. The Montessori method was used during the therapeutic process in order to highlight the contributions to this speech. Results: We observed and analyzed the evolution of the patient in the development of self-correction, maturity and trust yourself, based on the stimulation of the sensory areas especially sight, touch and hearing, principles worked in Montessori method to improve the acquisition of reading and writing. F. presented a very major breakthrough and greater clarity about the sounds and the corresponding grapheme, managing to produce words correctly alone, important to emphasize that these are words that have inferences correctly, ie, correspondence grapheme-phoneme, which is easy to understand. Conclusion: The main difference with the Montessori therapy approach is the use of materials which are attractive and most often to stimulate sensory written by various directions and be obtained with greater ease. The research showed that it is important not to exceed the steps of the method that enables the development of self-knowledge and self-correction, so that the child acquires confidence to overcome the obstacles developing a sense of pride in their achievements. It was noticed that to use the Montessori method is necessary to know it, so its use permeates consider the maturational development of the child, which is presented individually, and stimulate it with diversified activities, in which the same feel will to carry them through the environmental stimuli, such practices can bring considerable development for speech therapy therapeutic practices. / O presente trabalho apresenta um estudo de caso, direcionado a área da fonoaudiologia com o foco no desenvolvimento da leitura e da escrita com base no método Montessori. As crianças com dificuldades no processo da escrita chegam ao fonoaudiólogo, e muitas vezes o trauma com a leitura e escrita é tão grande, que o processo terapêutico não tem muitos resultados. O método Montessoriano tem por objetivo a educação da vontade e da atenção, com o qual a criança tem liberdade de escolher o material a ser utilizado, além de proporcionar a cooperação. Objetivo: Aprofundar o estudo sobre o método Montessori e analisar as contribuições deste para a prática terapêutica nas alterações de linguagem escrita. Metodologia: Esta pesquisa é um estudo de caso, com participação de um sujeito do sexo masculino de 10 anos e 11meses com alterações de leitura e escrita, atendido na Clínica Escola de Fonoaudiologia na Universidade Federal de Santa Catarina (UFSC). O trabalho foi submetido ao comitê de ética em pesquisa da Universidade do Estado de Santa Catarina (UDESC), e aprovado sob o número 1.011.754. Foi utilizado o método Montessori durante o processo terapêutico a fim de evidenciar as contribuições deste para fonoaudiologia. Resultados: Foram observadas e analisadas as evoluções do paciente no desenvolvimento da autocorreção, maturidade e confiança de si mesmo, com base na estimulação das áreas sensoriais especialmente visão, tato e audição, princípios trabalhados no método Montessori para melhorar o processo de aquisição da leitura e escrita. F. apresentou um avanço muito grande e uma maior clareza quanto aos sons e os grafemas correspondentes, conseguindo produzir palavras corretamente sozinho, importante ressaltar que essas são palavras que tem inferências da forma correta, ou seja, correspondência de grafema-fonema, que é de fácil compreensão. Conclusão: O principal diferencial da terapia com a metodologia Montessoriana é a utilização de materiais que são atrativos e na maioria das vezes sensoriais para estimular a escrita por vários sentidos e ser adquiridos com maior facilidade. A pesquisa evidenciou que é importante não ultrapassar as etapas do método que possibilita o desenvolvimento do autoconhecimento e autocorreção, para que a criança adquira confiança para ultrapassar os obstáculos desenvolvendo o sentimento de orgulho pelas suas conquistas. Percebeu-se que para utilizar o método Montessori é preciso conhecê-lo, assim sua utilização perpassa por considerar o desenvolvimento maturacional da criança, que se apresenta de modo individual, além de estimulá-la com atividades diversificadas, na qual, a mesma, sinta vontade de executá-las, por meio dos estímulos do meio, tais práticas podem trazer um desenvolvimento considerável para as práticas terapêuticas fonoaudiológicas.

Language: Portuguese

Published: Florianópolis, Brazil, 2015

Language: English

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: Opinnäytetyömme aiheena oli kuvailevan kirjallisuuskatsauksen avulla löytää montessoripedagogiikan ja toimintaterapian kuntoutuskeinoja muistisairaiden kanssa työskenneltäessä. Tutkimuskysymyksemme olivat 1) Mitä Montessoripedagogiikan menetelmiä käytetään muistisairaiden kuntoutuksessa? 2) Mitä keinoja toimintaterapiassa käytetään muistisairaiden kuntoutuksessa MOHO-mallin kautta tarkasteltuna? 3) Voiko montessoripedagogiikan kuntoutuskeinoja hyödyntää toimintaterapiassa? Opinnäytetyömme toteutettiin kuvailevana kirjallisuuskatsauksena. Aineistoa hankittiin Cinhal, Pubmed, Cochrane library, ProQuest Central, Taylor & Francis, Ovid ja ScienceDirect tietokannoista. Kirjallisuuskatsaus koostui 12 aineistosta, jotka valikoituivat eksplisiittisesti. Aineiston analyysimenetelmänä käytettiin teemoittelua. Aineistoista esiin tulleiden tulosten mukaan muistisairaan kuntoutus koostuu ympäristön muokkauksesta, tehtävien ja toimintojen muokkauksesta, virheettömästä oppimisesta, hoitohenkilökunnan ja omaishoitajien kouluttamisesta ja muistisairaan henkilöhistoriaan tutustumisesta. Tulosten perusteella montessoripedagogiikan käyttämät kuntoutuksen keinot ovat samankaltaisia toimintaterapiassa käytettyjen kanssa, vaikkakin toimintaterapia tarjoaa laajemman valikoiman kuntoutuskeinoja. Montessoripedagogiikalle ominainen keino, jota toimintaterapian aineistossa ei mainittu oli ympäristön muokkaukseen liittyvä ympäristön valmistelu haluttua toimintaa varten. Opinnäytetyömme tulosten perusteella toimintaterapiassa ja montessoripedagogiikkassa käytetyt kuntoutuksen keinot ovat samankaltaiset keskenään. Tuloksia tarkastellessa huomaa toimintaterapian tarjoavan yksilöllistä ja ryhmämuotoista kuntoutusta. Toisin kuin montessoripedagogiikkassa, kuntoutus keskittyy kokonaisen yhteisön kuten vanhainkodin asukkaiden kuntoutukseen muuttamalla hoitohenkilökunnan työskentelytapoja. Toimintaterapiassa voidaan hyödyntää tiettyjä montessoripedagogiikan kuntoutuksen keinoja, kuten ympäristön valmistelua. Kuntoutuskeinojen ollessa hyvin samankaltaisia on jatkossa tärkeää tutkia montessoripedagogiikan ja toimintaterapian kuntoutuskeinojen vaikuttavuutta, jotta voidaan luoda ymmärrystä vaikuttavimmista kuntoutuksen muodoista muistisairaiden kanssa työskenneltäessä. [The topic of our thesis was to use a descriptive literature review to find rehabilitation methods of Montessori pedagogy and occupational therapy when working with memory patients. Our research questions were 1) What methods of Montessori pedagogy are used in the rehabilitation of memory sufferers? 2) What methods are used in occupational therapy in the rehabilitation of people with memory problems when viewed through the MOHO model? 3) Can the rehabilitation methods of Montessori pedagogy be used in occupational therapy? Our thesis was implemented as a descriptive literature review. Data were obtained from Cinhal, Pubmed, Cochrane library, ProQuest Central, Taylor & Francis, Ovid and ScienceDirect databases. The literature review consisted of 12 materials that were explicitly selected. Thematic analysis was used as the data analysis method. According to the results that emerged from the data, the rehabilitation of a person with memory loss consists of modifying the environment, modifying tasks and activities, error-free learning, training nursing staff and caregivers, and getting to know the personal history of the person with memory loss. Based on the results, the means of rehabilitation used in Montessori pedagogy are similar to those used in occupational therapy, although occupational therapy offers a wider range of rehabilitation means. A method characteristic of Montessori pedagogy, which was not mentioned in the occupational therapy material, was the preparation of the environment related to the modification of the environment for the desired activity. Based on the results of our thesis, the rehabilitation methods used in occupational therapy and Montessori pedagogy are similar. Looking at the results, you can see that occupational therapy offers individual and group rehabilitation. In contrast to Montessori pedagogy, rehabilitation focuses on the rehabilitation of an entire community, such as the residents of a nursing home, by changing the working methods of the nursing staff. In occupational therapy, certain rehabilitation methods of Montessori pedagogy can be used, such as preparing the environment. As the rehabilitation methods are very similar, it is important in the future to study the effectiveness of the rehabilitation methods of Montessori pedagogy and occupational therapy, in order to create an understanding of the most effective forms of rehabilitation when working with memory patients.]

Language: Finnish

Published: Helsinki, Finland, 2021

Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.

Language: English

Published: Miami, Florida, 1999

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: Italian

Language: English